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The Concepts of Teachers of Brazzaville on the Evaluation in Physical Education in High School

Received: 10 July 2020     Accepted: 30 July 2020     Published: 10 August 2020
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Abstract

The purpose of this study is to analyze teachers' views on the evaluation of physical education as a teaching discipline. The specific objective is to identify the way in which his teachers adapt their learning theories to physical sports and artistic activities. Because his teaching practice is often subject to readjustments during the exhibitions of body movements on the ground. The study was conducted in Brazzaville involving 179 physical education teachers working in high schools. Teachers were interviewed using a questionnaire with open and closed questions that focused exclusively on the operational and conceptual implementations of formative and summative assessments. Then, a field of questioning divided into several items was adapted to the Likert scale of attitude at 4 levels. The results obtained show that the teaching practices of physical education teachers are very varied, there is a persistence on the traditional and summative side of the evaluation. Thus, the formative evaluation is regularly diverted from its initial function, it is noted, and creates a confusion of educational purposes.

Published in International Journal of Sports Science and Physical Education (Volume 5, Issue 2)
DOI 10.11648/j.ijsspe.20200502.11
Page(s) 10-15
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Conceptions, Teachers, Physical Education, Assessment

References
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[2] Bressoux, P., Bru, M., Altet, M., et Lambert, C. (1999). Diversité des pratiques d’enseignement à l’école élémentaire, Revue Française de Pédagogie, 97-110 (126).
[3] Becker, H,. S. (1963). Outsiders. Études de sociologie de la déviance (trd. J.-P. Briand et J.-M. Chapoulie 1985). Paris: Éditions A.-M. Métailié.
[4] Marcel, J.-F., Dupriez, V., Perisset, D. et Tardif, M. (2007). Coordonner, collaborer, coopérer: de nouvelles pratiques enseignantes. Bruxelles: De Boeck.
[5] Leplat, J. (1986). L’analyse psychologique du travail. Revue de Psychologie Appliquée, 9-27 (31).
[6] Figari, G. (1994). Évaluer: quel référentiel ? Bruxelles: De Boeck-Wesmael.
[7] Braxmeyer, N., Guillaume, J.-C., et Levy, J.-F. (2004). Les pratiques d’évaluation des enseignants en collège. Note de la DEP 04.13.
[8] Likert, R. (1932). A Technique for the Measurement of Attitudes, Archives of Psychology, 1–55 (140).
[9] Bardin, L. (1977). L’analyse de contenu. Paris: PUF.
[10] Perrenoud, P. (1998). L’évaluation des élèves. De la fabrication de l’excellence à la régulation des apprentissages. Bruxelles: De Boeck.
[11] Altet, M. (2001). Pratiques d’évaluation et communication en classe. In G. Figari and M. Achouche. L’activité évaluative réinterrogée, 78-83. Bruxelles: De Boeck.
[12] Morissette, J. (2010). Une perspective interactionniste. Un autre point de vue sur l’évaluation des apprentissages. Revue de l’Association Internationale des Sociologues de Langue Française. Disponible sur internet: http:// sociologies. Revues. org/ 3028.
[13] Brau-Antony, S., et Cleziou, J.-P. (2005). L’évaluation en EPS: Concepts et contributions actuelles. Paris: Actio.
[14] Butera, F., Buchs C., et Darnon, C. (2011). L’évaluation, une menace? Paris: PUF.
[15] Merle, P. (2007). Les notes: secrets de fabrication. Paris: PUF.
[16] Vantourout, M., et Goasdoue, R. (2010). Correction de dissertations: analyse de l’activité de professeurs engagés dans une approche par compétences. Actes du congrès de l’Actualité de la Recherche en Éducation et Formation, Université de Genève.
[17] Monteil, J.-M. & Huguet P. (1999). Social context and cognitive performance: Towards a social psychology of cognition. Hove: Psychology Press.
[18] Deci, E.-L., & Ryan, R.-M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
[19] Boraita, F., et Issaieva, E. (2013). Les conceptions de l’évaluation chez les futurs enseignants et enseignants en exercice: une étude dans le canton de Genève. Actes du colloque Admee 2013. Disponible sur internet: http:// www.admee2013.ch/ADMEE-2013/7_files/Boraita-Issaieva-ADMEE-2013.Pdf.
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Cite This Article
  • APA Style

    Mabassa David Sylvain, Lembe Gorgon, Koulombo Armel, Itoua Okemba Jean. (2020). The Concepts of Teachers of Brazzaville on the Evaluation in Physical Education in High School. International Journal of Sports Science and Physical Education, 5(2), 10-15. https://doi.org/10.11648/j.ijsspe.20200502.11

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    ACS Style

    Mabassa David Sylvain; Lembe Gorgon; Koulombo Armel; Itoua Okemba Jean. The Concepts of Teachers of Brazzaville on the Evaluation in Physical Education in High School. Int. J. Sports Sci. Phys. Educ. 2020, 5(2), 10-15. doi: 10.11648/j.ijsspe.20200502.11

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    AMA Style

    Mabassa David Sylvain, Lembe Gorgon, Koulombo Armel, Itoua Okemba Jean. The Concepts of Teachers of Brazzaville on the Evaluation in Physical Education in High School. Int J Sports Sci Phys Educ. 2020;5(2):10-15. doi: 10.11648/j.ijsspe.20200502.11

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  • @article{10.11648/j.ijsspe.20200502.11,
      author = {Mabassa David Sylvain and Lembe Gorgon and Koulombo Armel and Itoua Okemba Jean},
      title = {The Concepts of Teachers of Brazzaville on the Evaluation in Physical Education in High School},
      journal = {International Journal of Sports Science and Physical Education},
      volume = {5},
      number = {2},
      pages = {10-15},
      doi = {10.11648/j.ijsspe.20200502.11},
      url = {https://doi.org/10.11648/j.ijsspe.20200502.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsspe.20200502.11},
      abstract = {The purpose of this study is to analyze teachers' views on the evaluation of physical education as a teaching discipline. The specific objective is to identify the way in which his teachers adapt their learning theories to physical sports and artistic activities. Because his teaching practice is often subject to readjustments during the exhibitions of body movements on the ground. The study was conducted in Brazzaville involving 179 physical education teachers working in high schools. Teachers were interviewed using a questionnaire with open and closed questions that focused exclusively on the operational and conceptual implementations of formative and summative assessments. Then, a field of questioning divided into several items was adapted to the Likert scale of attitude at 4 levels. The results obtained show that the teaching practices of physical education teachers are very varied, there is a persistence on the traditional and summative side of the evaluation. Thus, the formative evaluation is regularly diverted from its initial function, it is noted, and creates a confusion of educational purposes.},
     year = {2020}
    }
    

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    AU  - Mabassa David Sylvain
    AU  - Lembe Gorgon
    AU  - Koulombo Armel
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    T2  - International Journal of Sports Science and Physical Education
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    JO  - International Journal of Sports Science and Physical Education
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    PB  - Science Publishing Group
    SN  - 2575-1611
    UR  - https://doi.org/10.11648/j.ijsspe.20200502.11
    AB  - The purpose of this study is to analyze teachers' views on the evaluation of physical education as a teaching discipline. The specific objective is to identify the way in which his teachers adapt their learning theories to physical sports and artistic activities. Because his teaching practice is often subject to readjustments during the exhibitions of body movements on the ground. The study was conducted in Brazzaville involving 179 physical education teachers working in high schools. Teachers were interviewed using a questionnaire with open and closed questions that focused exclusively on the operational and conceptual implementations of formative and summative assessments. Then, a field of questioning divided into several items was adapted to the Likert scale of attitude at 4 levels. The results obtained show that the teaching practices of physical education teachers are very varied, there is a persistence on the traditional and summative side of the evaluation. Thus, the formative evaluation is regularly diverted from its initial function, it is noted, and creates a confusion of educational purposes.
    VL  - 5
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Author Information
  • Laboratory of Didactics of Physical Education, Higher Institute of Physical Education, Marien Ngouabi University, Brazzaville, Congo

  • Laboratory of Didactics of Physical Education, Higher Institute of Physical Education, Marien Ngouabi University, Brazzaville, Congo

  • Laboratory of Didactics of Physical Education, Higher Institute of Physical Education, Marien Ngouabi University, Brazzaville, Congo

  • Laboratory of Physical and Adapted Activities, Higher Institute of Physical Education, Marien Ngouabi University, Brazzaville, Congo

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